362 Home Nature-Study Course. 



Questions on the Use of Leaves for Primary Work. 



1. What method would you pursue to get the children voluntarily 

 to note the different colors of leaves? 



2. Would you have a young child attempt to sketch a leaf free 

 hand, or would you allow him to place it on the paper and outline it 

 with a pencil before coloring? Give reason for answer. 



3. li you use colored crayons, would you have the complete leaf 

 colored, or would you indicate the colors, by the outline and veins, — 

 that is, outlining a red leaf in red crayon, etc.? Explain why. 



4. In paper-cutting, would you let pupils select a paper colored 

 like the leaf, or would you have them cut white paper and attempt 

 to color it? 



5. Would you teach to children in the primary grades, the name 

 of the tree in connection with the leaf? If so, how? 



6. What language work would you develop in primary grades in 

 connection with the study of leaves? 



7. What methods would you use to get the pupils voluntarily to 

 classify the leaves according to color and form? 



The Study of Leaves in Intermediate Grades. 



With the older children, the study of leaves naturally leads to the 

 study of trees. The child naturally compares and classifies leaves 

 according to form and color and soon discovers that manj^ trees have 

 the same shaped leaves; and thus he discovers for himself the mean- 

 ing of a species or kind. This classification should not be imposed 

 upon the pupil, but he should be led naturally to notice the likenesses 

 and differences. 



An Effective Field Excursion. 



Leaf study affords an excellent opportunity for a short, sharp, 

 effective field excursion. Many teachers look upon the field excur- 

 sion as a difficult voyage between the Scylla of hilarious seeing and 

 wild questionings and the Charybdis of pupils lost or strayed or being 

 brought home with broken limbs. All this is quite unnecessary if 

 the teacher plans the work before starting, so that the pupils know 

 what they are sent to see, especially if the teacher leads by doing the 

 same work that she requires of the pupils. One recess period is 

 sufficient in any school in New York for an excursion to study leaves, 

 except perhaps a few situated in congested city districts. 



